student login room: tcms317

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2 The State of the Na+on Thank you for joining us! As you wait for our session to begin, please answer a few ques+ons here: student login room: tcms317

3 Grading and repor+ng in the IB One school's evolu-on and reflec-on

4 Sara King Nathan Lockhart Kelly Sirginnis P+H Ed Sciences Administra-on Tates Creek Middle School Lexington, KY USA

5 Essays Research Papers Projects Discussions Paper Tests Oral Tests Performance Tests Homework Group Work Individual Work Journals What s in your gradebook? Quizzes Par+cipa+on Debates Extra Credit Being Prepared A[endance/Tardiness Effort Notes Reflec+ons Mul+media assignments Exit Slips Worksheets Music Playing Tests

6 padlet.com/grading/ibchicago2015 With someone nearby: 1. Discuss the three essen+al purposes for grading that you iden+fied on socra+ve. 2. Together, choose your top three. 3. Number each purpose in your order of priority. (1 is highest priority) 4. Post to padlet.

7 Join the Conversa=on! #IBGrading

8 Inappropriate grading prac+ces page 92 Determining grades using a propor+on of scores for classwork, homework and tests Determining grades by averaging summa+ve performance scores over the year Using single pieces of work to determine final grades MYP: from principles into prac-ce

9 To focus clearly on student learning, it is necessary to have a grading policy that is fair, consistent and meaningful.

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11 Fair?

12 Student 1 8 th Grade Science Teacher A Final Semester Grade: F Student 2 8 th Grade Science Teacher A Final Semester Grade: F Consistent?

13 Student 1 1/11 Homework/Classwork Assignments Turned In Test average: 89% Final Grade: 50% Student 2 10/11 Homework/Classwork Assignments Turned In Test average: 67% Final Grade: 62% Consistent?

14 Par+cipa+on Par+cipa+on Consistent?

15 Meaningful?

16 The Tates Creek Middle School community believes grading: Communicates academic achievement status to the student, parents and school; Provides descrip+ve feedback that a student can use for reflec+on and growth; Informs teachers as they plan and modify instruc+on; Indicates the student s progress toward mastery of the learning goals and Approaches to Learning skills.

17 To focus clearly on student learning, it is necessary to have a grading policy that is fair, consistent and meaningful.

18 Progress Achievement Approaches to Learning Our Approach

19 Progress This is not about accountability this is about gesng be[er. S+ggins Classroom Assessment for Student Learning, Progress assignments provide evidence of progress toward mastery of standards thru student work on learning targets.

20 Scale for Progress Score What it means 3 Got it! 2 Questionable 1 Doesn t Understand

21 Achievement Assessment/evalua+on designed to provide informa+on to be used in making judgments about a student s achievement at the end of a period of instruc+on. - How to Grade for Learning, O Connor Achievement assignments provide evidence of mastery of the standards.

22 IB Scale for Achievement IB Score Traditional Grade 7-8 A 5-6 B 3-4 C 2 D 0-1 F

23 Approaches to Learning The focus of this area is on teaching students how to learn and on helping students find out about themselves as learners so that they can develop learning skills. - MYP: From principles into prac-ce ATL represents general and subject- specific learning skills that the student will develop and apply during the programme and beyond.

24 Scale for ATL IB Score Traditional Grade 7-8 A 5-6 B 3-4 C 2 D 0-1 F

25 P Homework Classwork Quizzes Exit Slips Verbal Response A Tests Quizzes Projects Lab Reports Papers / Essays ATL Assignment Comple+on Deadlines Academic Honesty Prepared Par+cipa+on Our Approach

26 Student 1 1/11 Homework/Classwork Assignments Turned In Test average: 89% Final Grade: 50% Student 2 10/11 Homework/Classwork Assignments Turned In Test average: 67% Final Grade: 62%

27 How will we respond differently? Student 1 Achievement ATL Tradi+onal System 50% / F New System 6 You can solve problems set in familiar situa+ons and suggest solu+ons to problems set in unfamiliar situa+ons. You interpret informa+on and make scien+fically supported judgments. 1 You consistently failed to complete all parts of the assignments and/or turn them in by the deadlines. Your teacher frequently has to remind you to return to task.

28 How will we respond differently? Student 2 Achievement ATL Tradi+onal System 62% / F New System 2 You can recall some scien+fic knowledge and you suggest some solu+ons to problems but only if you ve seen the situa+on before. You struggle to apply informa+on in new situa+ons. 6 Most of the +me, you are appropriately engaged in class. You contribute meaningful ques+ons to our discussions and consistently complete your assignments on +me.

29 How will we respond differently? Student 1 Student 2 Achievement 6 2 ATL 1 6

30 Planning Rubrics Assessment Units Implica=ons

31 Summer Faculty Meetings Release Days District PD Days Other PD Collegial Planning Core Teachers Wednesdays 120 minutes Classes covered by counselors Tuesdays 40 minutes Grade Level Meetings Power Monday Elective Teachers Once a month 360 minutes Classes covered by admin

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33 Stakeholder Educa+on Teachers Parents Students Implica=ons

34 Policy Grading Athle+c Reten+on Implica=ons

35 Non- Nego=ables 1. Designed from the Bo[om Up 2. Supported from the Top Down 3. Rooted in Common Purpose 4. Systemic 5. Courageous

36 We will not allow bad practices elsewhere prevent best practice here.

37 @TCMSgrading Sara King Nathan Lockhart Kelly Sirginnis